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All Journal Journal EVALUASI SUHUF: Jurnal Pengkajian Al-Qur'an dan Budaya Alhikam Journal of Multidisciplinary Islamic Education (AJMIE)
Fenty Andriani
Institut Agama Islam Negeri (IAIN) Ponorogo
Religion Humanities Education

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THE ROLE OF SHADOW TEACHER IN LEARNING MANAGEMENT OF CHILDREN WITH SPECIAL NEEDS IN PAUD TERPADU INKLUSI BINA INSAN KREATIF TASIKMALAYA Yuli Salis Hijriyani; Fenty Andriani; Rosidin Rosidin
Evaluasi: Jurnal Manajemen Pendidikan Islam Vol 5, No 2 (2021): EVALUASI: Edisi SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/evaluasi.v5i2.759

Abstract

As part of inclusion education, Education for All (EfA) or Pendidikan untuk Semua (PuS) has six main programs, including the inclusion program of Early Childhood Education (Pendidikan Anak Usia Dini or PAUD). This article is compiled based on a qualitative approach, which is a type of field research and presented descriptively. This article highlights the role of Shadow Teacher as one of the main keys to the success of inclusion education in PAUD Terpadu Inklusi Bina Insan Kreatif (BIK) in Tasikmalaya city. The findings of the article show that Shadow Teacher has a variety of relatively different roles and responsibilities than class teachers. But it plays a big role in helping the success of learning carried out by class teachers, especially related to Children with Special Needs (Anak Berkebutuhan Khusus or ABK). In undergoing its roles and responsibilities, Shadow Teacher applies various strategies to assist the development of ABK students, in the academic, non-academic and self-developed fields. Furthermore, the PAUD Terpadu Inklusi BIK institute has such a crucial policy related to improving the quality, qualifications and competency of Shadow Teacher that it can provide better inclusion education services for ABK students in particular, and for other stakeholders in general.
Literature Analysis of Tafsīr Tarbawiy (Qur’anic Educational Interpretation) from Paul Ricoeur’s Hermeneutic Perspective and Its Relevance as A Source of Islamic Education Rosidin Rosidin; Fenty Andriani
SUHUF Vol 15 No 1 (2022)
Publisher : Lajnah Pentashihan Mushaf Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22548/shf.v15i1.705

Abstract

This paper analyzes nine tafsīr tarbawiy (Quranic educational interpretation) literatures in Indonesia from Ricoeur’s hermeneutics perspective. There are two main research findings. First, as objective pole, tafsīr tarbawiy terminology meaning structure as Qur’anic educational interpretation written by Islamic experts for pragmatic and idealistic purposes. As subjective pole, tafsīr tarbawiy literature discussing Islamic education by quoting educational verses through the thematic interpretation (mauḍūʻī) method using various references, according to the author’s subjectivity. There are strengths and limitations of tafsīr tarbawiy literature. The strength is it opens the way for construction of tafsīr tarbawiy literature which is solutive and realistic. The limitation is its interpretation is ideological and utopian. Second, tafsīr tarbawiy literature is relevant as a source of Islamic education theory and practice since it is prepared for pragmatic purposes as a reference for tafsīr tarbawiy course, written by the Islamic education theorists and practitioners, and contains a thick discussion on issues of Islamic education, though the quality and validity are graded, based on the competence level which is the author’s appropriation.
Discussion Method to Enhance Creative Thinking Skills in Learning English at Madrasah Aliyah Singo Walisongo Magetan Masruroh Masruroh; Fenty Andriani
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 4 No. 1 (2023): Januari-Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v4i1.1906

Abstract

Creative thinking is the ability to analyze something based on data or information to generate new ideas in understanding something. One of the learning methods that is often used to improve creative thinking skills is the discussion method. The objective of this article is to describe the implementation of discussion method to enhance creative thinking skills in learning English at Madrasah Aliyah Singo Walisongo Magetan. This study applies a qualitative-descriptive approach. The data were collected using three data collection techniques covering observation, interviews, and documentation. The data obtained then analyzed using the theory from Moleong, which includes the processes of organizing data, summarizing data, and checking data validity. From the data analysis, it was found that the discussion method in learning English is effective to enhance creative thinking skills including preparing learning tools, understanding core competencies, basic competencies, learning objectives, mastering the material, active interaction between teacher and students, simplification of the material, making assessment benchmarks, and preparing class conditions. It is supported by students' interest in learning, facilities and infrastructure, teachers' sincerity and devotion, and discussion rules, while inhibiting factors include different characters, misuse of smartphones, and lack of support from parents. Overall, students are able to fulfill the characteristics of creative thinking skills such as flexibility, fluency, original thinking, elaboration, and evaluation skills.
Discussion Method to Enhance Creative Thinking Skills in Learning English at Madrasah Aliyah Singo Walisongo Magetan Masruroh Masruroh; Fenty Andriani
AJMIE: Alhikam Journal of Multidisciplinary Islamic Education Vol. 4 No. 1 (2023): Januari-Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ajmie.v4i1.1906

Abstract

Creative thinking is the ability to analyze something based on data or information to generate new ideas in understanding something. One of the learning methods that is often used to improve creative thinking skills is the discussion method. The objective of this article is to describe the implementation of discussion method to enhance creative thinking skills in learning English at Madrasah Aliyah Singo Walisongo Magetan. This study applies a qualitative-descriptive approach. The data were collected using three data collection techniques covering observation, interviews, and documentation. The data obtained then analyzed using the theory from Moleong, which includes the processes of organizing data, summarizing data, and checking data validity. From the data analysis, it was found that the discussion method in learning English is effective to enhance creative thinking skills including preparing learning tools, understanding core competencies, basic competencies, learning objectives, mastering the material, active interaction between teacher and students, simplification of the material, making assessment benchmarks, and preparing class conditions. It is supported by students' interest in learning, facilities and infrastructure, teachers' sincerity and devotion, and discussion rules, while inhibiting factors include different characters, misuse of smartphones, and lack of support from parents. Overall, students are able to fulfill the characteristics of creative thinking skills such as flexibility, fluency, original thinking, elaboration, and evaluation skills.
Co-Authors Masruroh Masruroh Masruroh Masruroh Rosidin Rosidin Yuli Salis Hijriyani